Meaning-Based Intervention Lesson 1 short /a/ Prototype Level I February 2018

short /a/ Day 1 1. LEA 2. Word-Building 3. Cloze 4. Fluency 5. Comprehension

I. Language Experience Activity Students dictate to the teacher (can be done in small group or individually). Sentences recorded on a separate word document, screen, or poster. There must be a minimum of 5 sentences. Students re-read until fluency is achieved. The paragraph/story is then used for analytic phonics mini-lesson. Students’ stories should be dated, saved, and used for reading practice on subsequent days.

2. Word Building short /a/

ant apple ax cat

b – ad bad gl – ad glad ad

m -- ad mad s -- ad sad ad

c -- ap cap m -- ap map ap

n -- ap nap l -- ap lap ap

c -- at cat h -- at hat at

m -- at mat fl -- at flat at

h -- am ham j -- am jam am

sl -- am slam sw -- am swam

Short /a/ bad dad mad sad cap map nap lap cat hat flat mat ham jam slam swam Short /a/

3. Cloze Short /a/

ant apple ax cat

I had a b_ _ dream. I had a bad dream.  

I am glad to s_ _ you. I am glad to see you.

She got m_ _ and went home. She got mad and went home.

The sad boy started to cr_. The sad boy started to cry.

He put on his c_ _ and went outside. He put on his cap and went outside.

Time to t_ _ _ a nap. Time to take a nap.

The dog was sitting on her l_ _. The dog was sitting on her lap.

The cat was his p_ _. The cat was his pet.

4. Fluency: SPF Short /a/

4. Short Passage Fluency (SPF) is a paper-based repeated reading activity that uses a series of Really Silly Stories (RSS). Each story is broken into daily sections. In each section, 30- and 40-word increments are designated with bold-faced type and underlines. Students read a daily section aloud three times, stopping at their designated target level (30 or 40 words). Each attempt is timed. Students then record their three times on a graph. Some prefer to use paper. A paper version of these are included.

BIFF PACKS A LUNCH ATOS level 2.0 Day 1

It was morning. Biff was getting ready to go to school It was morning. Biff was getting ready to go to school. He was packing a lunch. Sam came in the kitchen. “Hello Biff,” he said. “Hello Sam,” Biff said. “What are you doing?” asked Sam. “I am going to school. I am packing my lunch.”

Record the times for each attempt.

Comprehension Dandelion Launchers, 1a

Pre-Post Confirmation Before reading the story go through each of events or statements. Tell students that some of the events will occur in the story and some will not. (Or some are true and some are not.) After (or during) reading, they will need to decide which of the things listed occurred. If students have trouble reading the chart, talk through the items with students and decide where to put the check mark

Pre-post confirmations. Which of these is true? yes no Page # 1. Sam sat. 2. Tim sat. 3. Tim hit Sam. x 4 x 6 x

short /a/ Day 1 1. LEA 2. Word-Building 3. Cloze 4. Fluency 5. Comprehension

Meaning-Based Intervention Lesson 1 short /a/ Prototype Level I February 2018